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Year 2014, Volume: 4 Issue: 2, 21 - 44, 20.10.2014

Erkan Çalışkan , Deniz Deryakulu

https://doi.org/10.17943/etku.71013
Cited By: 1

Abstract

Using cases in instructional activities is beneficial, case-based implementations in Computer Supported Collaborative Learning (CSCL) may provide various contributions as well. But there is a need to investigate the impact of learning environment, infrastructure, and process features on the CSCL participants. This study aimed to present positive and negative aspects of the process of CSCL by reporting the views of preservice teachers who participated to the case-based CSCL. Qualitative research method was used in this study. The data were obtained from a group of 157 preservice teachers who enrolled in the Department of Computer and Instructional Technologies Education at four public universities in Turkey. Data were analyzed through content analysis method. Results indicated that preservice teachers were satisfied with the process and studying with the cases. Results also indicated that preservice teachers have difficulties related to internet access and time management during the online activities. To increase participation of preservice teachers to online CSCL activities, some suggestions concerning improving infrastructure, enhancing informing, and inspections are made

Keywords

Computer supported collaborative learning CSCL case-based learning preservice teacher

References

  • Alben, L. (1997). At the heart of interaction design. Design Management Journal, 8(3), 9-26.
  • Allen, J.D. (1995). The use of case studies to teach educational psychology: a comparison with traditional instruction. The Meeting of the American Educational Research Association, San Francisco, CA Kongresine Sunulmuş Bildiri.
  • Arnseth, H.C., ve Ludvigsen, S. (2006). Approaching institutional contexts: Systemic versus dialogic research in CSCL. International Journal of Computer Supported Collaborative Learning, 1(2), 167–185.
  • Arts, J.A.R., Gijselaers, W.H., ve Segers, M.S.R. (2002). Cognitive effects of an authentic computer-supported, problem-based learning environment. Instructional Science, 30(6), 465–495.
  • Brooke, S.L. (2007). The case method and collaborative learning. Editörler K.L. Orvis ve A.L.R. Lassiter, Computer-supported collaborative learning: best practices and principles for instructors (pp.66-88). London: Information Science Publishing.
  • Brown, S.A., Fuller, R.M. ve Vician, C. (2004). Who’s afraid of the virtual world? Anxiety and computer-mediated communication. Journal of the Association for Information Systems, 5(2), 79-107.
  • Chan, C.K.K., ve Van Aalst, J. (2004). Learning, assessment and collaboration in computer-supported environments. Editörler J.W. Strijbos, P.A. Kirschner ve R.L. Martens, What we know about CSCL (pp.87-112). Boston: Kluwer Academic Publishers.
  • Çalışkan, E. (2012). Bilgisayar Destekli Ortaklaşa Öğrenmede E-Liderliğin ve Grup Destek Sistemlerinin Öğrencilerin Katılım Sıklıkları, Performansları ve Doyumları Üzerindeki Etkisi. Yayımlanmamış doktora tezi. Ankara Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Çalışkan, E., ve Deryakulu, D. (2005). Bilgisayar destekli ortaklaşa öğrenmede grup yapısı, sosyal beceri ve etkileşim sıklığının görev başarısına etkisi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 38(2), 49-68.
  • Dirkx, J.M., ve Smith, R.O. (2004). Thinking out of a bowl of spaghetti: Learning to learn in online collaborative groups. Editör T.S. Roberts, Online collaborative learning: Theory and practice (pp.132-159). London: Information Science Publishing.
  • Ertmer, P.A., ve Russell, J.D. (1995). Using case studies to enhance instructional design education. Educational Technology, 35(4), 23-31.
  • Hung, D., Tan, S.C., Cheung, W.S., ve Hu, C. (2004). Supporting problem solving with case-stories learning scenario and video-based collaborative learning technology. Educational Technology & Society, 7(2), 120-128.
  • Järvelä, S., Häkkinen, P., Arvaja, M., ve Leinonen, P. (2004). Instructional support in CSCL. Editörler J.W. Strijbos, P.A. Kirschner ve R.L. Martens, What we know about CSCL (pp.115-139). Boston: Kluwer Academic Publishers.
  • Khan, S. (2008). The case in case-based design of educational software: A methodological interrogation. Educational Technology Research and Development, 56(4), 423–447.
  • Kinzie, M.B., Hrabe, M.E., ve Larsen, V.A. (1998). An instructional design case event: Exploring issues in professional practice. Educational Technology Research and Development, 46(1), 53-71.
  • Kitchen, D., ve McDougall, D. (1999). Collaborative learning on the Internet. Journal of Educational Technology Systems, 27(3), 245-258.
  • Kourdioukova, E.V., Verstraete, K.L., ve Valcke M. (2011). The quality and impact of computer supported collaborative learning (CSCL) in radiology case-based learning. European Journal of Radiology, 78(3), 353–362.
  • Kreijns, K., ve Kirschner, P.A. (2004). Designing sociable CSCL environments. Editörler J.W. Strijbos, P.A. Kirschner ve R.L. Martens, What we know about CSCL (pp.221-243). Boston: Kluwer Academic Publishers.
  • Kreijns, K., Kirschner, P.A., ve Jochems, W. (2002). The sociability of computer-supported collaborative learning environments. Educational Technology & Society, 5(1), 8-22.
  • Kynigos, C., Dimaraki, E.V., ve Trouki, E. (2007). Pupil communication during electronic collaborative projects: integrating communication tools with communication scenarios. Editörler H.U. Hoppe, H. Ogata ve A. Soller, The role of technology in CSCL (pp.155-172). New York: Springer.
  • Liu, X. (2006). Effects of Different Explanation Prompts on Computer-supported Collaborative Learning in a Case-based Environment. Unpublished doctoral dissertation, University of Nebraska, USA.
  • Löwgren, J. (2001). From HCI to interaction design. Editör Q. Chen, Human computer interaction: Issues and challenges (pp. 29-43). Hershey, PA: Idea Group Publishing.
  • Norman, D. (2002). Emotion & design:Attractive things work better. Interactions, 9(4), 36-42. http://jnd.org/dn.mss/emotion_design_attractive_things_work_better.html adresinden 20 Temmuz 2013 tarihinde alınmıştır.
  • Posey, L., ve Pintz, C. (2006). Online teaching strategies to improve collaboration among nursing students. Nurse Education Today, 26(8), 680–687.
  • Rourke, L. (2000). Operationalizing social interaction in computer conferencing. 16th Annual Conference of the Canadian Association for Distance Education, Quebec City, Canada Kongresine Sunulmuş Bildiri.
  • Stahl, G. (2004). Building collaborative knowing. Editörler J.W. Strijbos, P.A. Kirschner ve R.L. Martens, What we know about CSCL (pp.53-85). Boston: Kluwer Academic Publishers.
  • Suebnukarn, S., ve Haddawy, P. (2006). Modeling individual and collaborative problem-solving in medical problem-based learning. User Modeling and User-Adapted Interaction, 16, 211–248.
  • Treleaven, L. (2004). A new taxonomy for evaluation studies of online collaborative learning. Editör T.S. Roberts, Online collaborative learning: Theory and practice (pp.160-180). London: Information Science Publishing.
  • Uribe, D., ve Klein, J.D. (2003). The effect of case-based versus systematic problem solving in a computer-mediated collaborative environment. The Quarterly Review of Distance Education, 4(4), 417-435.
  • Veerman, A.L., Andriessen, J.E.B., ve Kanselaar, G. (2000). Learning through synchronous electronic discussion. Computers & Education, 34, 269-290.
  • Wang, M., Novak, D., ve Pacino, J. (2009). Characteristics affecting learner participation in large hybrid classrooms. Editörler F.L. Wang, J. Fong, L. Zhang ve V.S.K. Lee, Hybrid learning and education (pp.112-121). Berlin: Springer-Verlag Berlin Heidelberg.
  • Weinberger, A., Reiserer, M., Ertl, B., Fischer, F., ve Mandl, H. (2005). Facilitating collaborative knowledge construction in computer-mediated learning environments with cooperation scripts. Editörler R. Bromme, F.W. Hesse ve H. Spada, Barriers and biases in computer-mediated knowledge communication (pp.15-37). New York: Springer.
  • Yüksel, M. (2007). Leadership and global competencies in a virtual context. E-Leader Conference, Hong Kong Kongresine Sunulmuş Bildiri.

DURUMA-DAYALI BİLGİSAYAR DESTEKLİ ORTAKLAŞA ÖĞRENME UYGULAMALARINA KATILAN ÖĞRETMEN ADAYLARININ SÜRECE İLİŞKİN GÖRÜŞLERİNİN İNCELENMESİ

Year 2014, Volume: 4 Issue: 2, 21 - 44, 20.10.2014

Erkan Çalışkan , Deniz Deryakulu

https://doi.org/10.17943/etku.71013
Cited By: 1

Abstract

Alanyazında öğretim etkinliklerinde durumların (case) kullanılmasının oldukça yararlı olduğu belirtilmektedir. Bu nedenle, çevrimiçi öğrenme uygulamalarından biri olan Bilgisayar Destekli Ortaklaşa Öğrenme  (BDOÖ) uygulamalarında duruma-dayalı etkinliklerin kullanılmasının çeşitli katkılar sağlayabileceği tartışılmaktadır. Bu araştırma kapsamında, 13 hafta süren duruma-dayalı BDOÖ uygulamasına katılan öğretmen adaylarının bu uygulamayla ilgili görüşleri alınmıştır. Böylece uygulama sürecinin olumlu ve olumsuz yönleri ile ileride gerçekleştirilecek uygulamaların geliştirilmesine yönelik önerilerin ortaya konulması amaçlanmıştır. Nitel araştırma modelinde desenlenen çalışmada dört farklı devlet üniversitesinin Bilgisayar ve Öğretim Teknolojileri Eğitimi (BÖTE) bölümlerinde öğrenim görmekte olan 157 öğretmen adayından elde edilen veriler içerik analiz yöntemi ile çözümlenmiştir. Çözümleme sonuçlarına göre; uygulamaya katılan öğretmen adaylarının süreçten hoşnut kaldıkları ve durumlarla çalışmanın kendilerine mesleki anlamda katkı sağladığını düşündükleri görülmüştür. Bununla birlikte, öğretmen adaylarının çevrimiçi olarak gerçekleştirilen etkinlikler açısından internet erişimi ve zamanı ayarlama konularında sorunlar yaşadıkları belirlenmiştir. Elde edilen bulgular doğrultusunda, böylesi uygulamalara katılımın arttırılması açısından alt yapı olanaklarının geliştirilmesi, süreçteki denetlemelerin ve bilgilendirmelerin iyileştirilmesi konularında çeşitli önerilerde bulunulmuştur.

Keywords

Bilgisayar destekli ortaklaşa öğrenme duruma-dayalı öğrenme öğretmen adayı

References

  • Alben, L. (1997). At the heart of interaction design. Design Management Journal, 8(3), 9-26.
  • Allen, J.D. (1995). The use of case studies to teach educational psychology: a comparison with traditional instruction. The Meeting of the American Educational Research Association, San Francisco, CA Kongresine Sunulmuş Bildiri.
  • Arnseth, H.C., ve Ludvigsen, S. (2006). Approaching institutional contexts: Systemic versus dialogic research in CSCL. International Journal of Computer Supported Collaborative Learning, 1(2), 167–185.
  • Arts, J.A.R., Gijselaers, W.H., ve Segers, M.S.R. (2002). Cognitive effects of an authentic computer-supported, problem-based learning environment. Instructional Science, 30(6), 465–495.
  • Brooke, S.L. (2007). The case method and collaborative learning. Editörler K.L. Orvis ve A.L.R. Lassiter, Computer-supported collaborative learning: best practices and principles for instructors (pp.66-88). London: Information Science Publishing.
  • Brown, S.A., Fuller, R.M. ve Vician, C. (2004). Who’s afraid of the virtual world? Anxiety and computer-mediated communication. Journal of the Association for Information Systems, 5(2), 79-107.
  • Chan, C.K.K., ve Van Aalst, J. (2004). Learning, assessment and collaboration in computer-supported environments. Editörler J.W. Strijbos, P.A. Kirschner ve R.L. Martens, What we know about CSCL (pp.87-112). Boston: Kluwer Academic Publishers.
  • Çalışkan, E. (2012). Bilgisayar Destekli Ortaklaşa Öğrenmede E-Liderliğin ve Grup Destek Sistemlerinin Öğrencilerin Katılım Sıklıkları, Performansları ve Doyumları Üzerindeki Etkisi. Yayımlanmamış doktora tezi. Ankara Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara.
  • Çalışkan, E., ve Deryakulu, D. (2005). Bilgisayar destekli ortaklaşa öğrenmede grup yapısı, sosyal beceri ve etkileşim sıklığının görev başarısına etkisi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 38(2), 49-68.
  • Dirkx, J.M., ve Smith, R.O. (2004). Thinking out of a bowl of spaghetti: Learning to learn in online collaborative groups. Editör T.S. Roberts, Online collaborative learning: Theory and practice (pp.132-159). London: Information Science Publishing.
  • Ertmer, P.A., ve Russell, J.D. (1995). Using case studies to enhance instructional design education. Educational Technology, 35(4), 23-31.
  • Hung, D., Tan, S.C., Cheung, W.S., ve Hu, C. (2004). Supporting problem solving with case-stories learning scenario and video-based collaborative learning technology. Educational Technology & Society, 7(2), 120-128.
  • Järvelä, S., Häkkinen, P., Arvaja, M., ve Leinonen, P. (2004). Instructional support in CSCL. Editörler J.W. Strijbos, P.A. Kirschner ve R.L. Martens, What we know about CSCL (pp.115-139). Boston: Kluwer Academic Publishers.
  • Khan, S. (2008). The case in case-based design of educational software: A methodological interrogation. Educational Technology Research and Development, 56(4), 423–447.
  • Kinzie, M.B., Hrabe, M.E., ve Larsen, V.A. (1998). An instructional design case event: Exploring issues in professional practice. Educational Technology Research and Development, 46(1), 53-71.
  • Kitchen, D., ve McDougall, D. (1999). Collaborative learning on the Internet. Journal of Educational Technology Systems, 27(3), 245-258.
  • Kourdioukova, E.V., Verstraete, K.L., ve Valcke M. (2011). The quality and impact of computer supported collaborative learning (CSCL) in radiology case-based learning. European Journal of Radiology, 78(3), 353–362.
  • Kreijns, K., ve Kirschner, P.A. (2004). Designing sociable CSCL environments. Editörler J.W. Strijbos, P.A. Kirschner ve R.L. Martens, What we know about CSCL (pp.221-243). Boston: Kluwer Academic Publishers.
  • Kreijns, K., Kirschner, P.A., ve Jochems, W. (2002). The sociability of computer-supported collaborative learning environments. Educational Technology & Society, 5(1), 8-22.
  • Kynigos, C., Dimaraki, E.V., ve Trouki, E. (2007). Pupil communication during electronic collaborative projects: integrating communication tools with communication scenarios. Editörler H.U. Hoppe, H. Ogata ve A. Soller, The role of technology in CSCL (pp.155-172). New York: Springer.
  • Liu, X. (2006). Effects of Different Explanation Prompts on Computer-supported Collaborative Learning in a Case-based Environment. Unpublished doctoral dissertation, University of Nebraska, USA.
  • Löwgren, J. (2001). From HCI to interaction design. Editör Q. Chen, Human computer interaction: Issues and challenges (pp. 29-43). Hershey, PA: Idea Group Publishing.
  • Norman, D. (2002). Emotion & design:Attractive things work better. Interactions, 9(4), 36-42. http://jnd.org/dn.mss/emotion_design_attractive_things_work_better.html adresinden 20 Temmuz 2013 tarihinde alınmıştır.
  • Posey, L., ve Pintz, C. (2006). Online teaching strategies to improve collaboration among nursing students. Nurse Education Today, 26(8), 680–687.
  • Rourke, L. (2000). Operationalizing social interaction in computer conferencing. 16th Annual Conference of the Canadian Association for Distance Education, Quebec City, Canada Kongresine Sunulmuş Bildiri.
  • Stahl, G. (2004). Building collaborative knowing. Editörler J.W. Strijbos, P.A. Kirschner ve R.L. Martens, What we know about CSCL (pp.53-85). Boston: Kluwer Academic Publishers.
  • Suebnukarn, S., ve Haddawy, P. (2006). Modeling individual and collaborative problem-solving in medical problem-based learning. User Modeling and User-Adapted Interaction, 16, 211–248.
  • Treleaven, L. (2004). A new taxonomy for evaluation studies of online collaborative learning. Editör T.S. Roberts, Online collaborative learning: Theory and practice (pp.160-180). London: Information Science Publishing.
  • Uribe, D., ve Klein, J.D. (2003). The effect of case-based versus systematic problem solving in a computer-mediated collaborative environment. The Quarterly Review of Distance Education, 4(4), 417-435.
  • Veerman, A.L., Andriessen, J.E.B., ve Kanselaar, G. (2000). Learning through synchronous electronic discussion. Computers & Education, 34, 269-290.
  • Wang, M., Novak, D., ve Pacino, J. (2009). Characteristics affecting learner participation in large hybrid classrooms. Editörler F.L. Wang, J. Fong, L. Zhang ve V.S.K. Lee, Hybrid learning and education (pp.112-121). Berlin: Springer-Verlag Berlin Heidelberg.
  • Weinberger, A., Reiserer, M., Ertl, B., Fischer, F., ve Mandl, H. (2005). Facilitating collaborative knowledge construction in computer-mediated learning environments with cooperation scripts. Editörler R. Bromme, F.W. Hesse ve H. Spada, Barriers and biases in computer-mediated knowledge communication (pp.15-37). New York: Springer.
  • Yüksel, M. (2007). Leadership and global competencies in a virtual context. E-Leader Conference, Hong Kong Kongresine Sunulmuş Bildiri.
There are 33 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Erkan Çalışkan

Deniz Deryakulu

Publication Date October 20, 2014
Published in Issue Year 2014 Volume: 4 Issue: 2

Cite

APA Çalışkan, E., & Deryakulu, D. (2014). DURUMA-DAYALI BİLGİSAYAR DESTEKLİ ORTAKLAŞA ÖĞRENME UYGULAMALARINA KATILAN ÖĞRETMEN ADAYLARININ SÜRECE İLİŞKİN GÖRÜŞLERİNİN İNCELENMESİ. Eğitim Teknolojisi Kuram Ve Uygulama, 4(2), 21-44. https://doi.org/10.17943/etku.71013

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